ERIC Number: ED224797
Record Type: RIE
Publication Date: 1983
Reference Count: N/A
Teacher Thinking. A Study of Practical Knowledge. Croom Helm Curriculum Policy and Research Series.
An examination of the ways in which teachers gain and use knowledge about their work is presented through a case study using retrospective interviews with a high school English teacher in Canada. The teacher's "practical knowledge" was explored in a series of open-ended discussions, dealing with the teacher's involvement in the development of an experimental course and with various issues, including attitudes toward teaching and learning, conception of subject matter in two areas (English and reading), and values, commitments, and career plans. These discussions were supplemented by two periods of observation in the classroom and in a reading center. The series of discussions and observation reports provide data about: (1) practical knowledge and teachers' experiential learning; (2) content of practical knowledge--self-knowledge, subject matter knowledge, and curriculum and instruction knowledge; and (3) orientation and structure of practical knowledge, cognitive style, and reflections on research activity in this area. (JD)
Descriptors: Classroom Techniques, Cognitive Processes, Curriculum Development, Decision Making, English Instruction, Knowledge Level, Metacognition, Professional Autonomy, Secondary Education, Secondary School Teachers, Self Concept, Student Teacher Relationship, Teacher Attitudes, Teacher Education, Teacher Participation, Teacher Role, Teaching Experience, Teaching Methods
Nichols Publishing Company, 155 West 72nd Street, New York, NY 10023 ($24.50).
Publication Type: Reports - Descriptive; Books
Education Level: N/A
Authoring Institution: N/A